Republic of the Philippines

DEPARTMENT OF EDUCATION
Region V (Bicol)
SCHOOLS DIVISIONS OFFICE
TABACO NATIONAL HIGH SCHOOL
Tabaco City

Teacher: Julius R. Bonaobra Grade Level: 8

Date: April 25, 2024 Learning Area: English
Time: 9:45 – 10:15 AM Quarter 1st 2nd 3rd 4th

I. OBJECTIVES
A. Learning MELC:
Competencies/ Objectives Use appropriate grammatical signals or expressions
suitable to each pattern of idea development
II. CONTENT Cause-Effect Pattern
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials English 8 – Quarter 4 – Module 1: Using Appropriate
pages Transitions and Signals in Various Patterns of Idea
Development by Rhea B. Gulin page 7
3. Textbook pages

4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Bressmer, Allison. 2022. Cause and Effect: Definition,
Resources Meaning and Examples.
https://prowritingaid.com/cause-and-effect
IV. PROCEDURES Teacher’s Activity Students’ Activity
A. Reviewing previous Good morning, everyone! Good morning, sir!
lesson or presenting new
lesson Today, we will have the The third one is the
4th pattern of idea general to particular
development. Before pattern. It has 3 parts.
that, who can recall the First, the writer
third one? introduces the general
idea, elaborated and
explained by
particular/specific ideas.
Lastly, the re-statement
of general idea.
Alright. We discussed the
use of grammatical They connect and
signals as well. What is introduce ideas in the
the function of these sentences.
words?

Exactly. We use
grammatical signals for
us to express ideas in a
smooth and clear manner.
Now, we will have the 4 th
pattern. To proceed, let us
analyze these pictures.

Picture 1
 How can you describe the A man is cutting trees in
picture? the forest.

Exactly. How about this It shows a landslide.

picture?

Right. Do you think the Yes, sir.

two pictures have a
connection with each
other?
Cutting trees would result
How? In what way? in landslide, sir.

Yes. Chances are when

we cut too many trees,
the soil will weaken,
leading to a landslide.
This is what we call
cause-effect pattern.
B. Establishing a purpose/ Cause-Effect Pattern
Presenting examples/  is the manner of
instances of the new explaining done by
lesson stating a cause (an
action or event) and
effect (outcome or
result).

In this pattern, there are (Students’ read).

two kinds of ideas
involved. Obviously, the Cause
cause and effect. Let us  is the reason why
discuss the relationship another action or
between these two. What event happened.
is a cause and an effect,
class? Effect
 it is the “What
happened next?” in
the text.

To put it simply, cause is

the first action or event to
happen. It is the reason
why another thing will
happen. That another
thing is called the effect.

Okay. Let us tackle these

through this example.

Example:
It rained heavily, so there
was no flag ceremony.
Because it rained heavily.
To find the cause here, we
can ask “Why there was
no flag ceremony?”
Anyone?

Exactly. That is the cause.

Remember that cause
answers the question
“why.” There was no flag
ceremony.
For the effect, we can ask
“What happened after it
rained heavily?” Anyone?

Very good. It is the effect

in the sentence. It
answers the question The cause, sir. Then,
“what.” followed by the effect.

Having said those, what

comes first between the
two?

Realistically speaking,
yes. But in writing a
cause-effect pattern, any
from the two can be
written first.

The sequencing of
ideas to show cause-
effect relationship may
be arranged in two
ways depending on the
connector we used.

It means that cause can

be written first, followed
by effect. Then, vice
versa. It will depend on
the connector or
grammatical signal we
used.

Cause (The Why) –

because, since, due to,
result from, affected
by, for, caused by
Effect (The what) – so,
therefore, as a result,
hence, thus,
accordingly, as a
consequence, this
leads to, Then

We use these
grammatical signals to
either introduce a cause
or an effect in a
statement. Let us study
these examples.

a. (cause) + She has a weak immune

(connector) + system.
(effect)
Example: Therefore.
She has a weak
immune system.
Therefore, she is often
 sick. The effect, sir.

What is the cause in this

sentence? The effect “she is always
sick.”
Alright. What comes after
the cause? She has a weak immune
system. As a result, she is
Precisely. It is a often sick.
grammatical signal for?

After that, what comes

next?

Great. That is the first

way of writing a cause-
effect pattern. Aside from
therefore, what
grammatical signal can
we use in this sentence?

Very good. Let us move

on to the 2nd way of
writing a cause-effect
pattern. The effect “She is often
sick.”

b. (effect) + The connector is

(connector) + (cause) “because.” It is to
She is often sick introduce the cause.
because she has a
weak immune system. she has a weak immune
system.
We use the same
sentence. But what She is often sick since she
comes first now? has a weak immune
system.
Exactly. This time, what
was the connector, and
for what is it?

What is the cause?

Precisely. Aside from

“because”, what other
grammatical signal can
we used in this sentence?
None, sir.
Correct. Given these, a
connector is usually
placed between cause
and effect. If you see one
that introduces an effect,
then the effect comes
second. It means that
cause comes first.

That ends our discussion

on cause-effect pattern.
Do you have any
questions or
clarifications?

C. Developing mastery At this point, let us test

(Drills-Practicing required your understanding of our
skills) lesson through this group
activity. Please bring out
the ¼ illustration board I
asked to bring with you.

What’s the Cause or

Effect?
I will present cause-effect
statements. Then, I will
ask what is the cause or
effect present. As a
group, write your answers
on the illustration board,
including the grammatical
signal. The group who
could raise first the board
with correct answer will
be given 2 points. While
the other groups who got
the correct answer will
get 1 point. Lastly, the
groups with the wrong
answer will not be given a
point. Am I clear?

Now, let us start.

1. Bea was slapped by

her mother, so she
went to her friend’s
house.

What is the effect in the so she went to her

statement? friend’s house.

Right. What was the so.

grammatical signal used?

That’s correct.

2. Dennis failed the

exam today
because he played
mobile games all
day.
because he played mobile
What is the cause in the games all day.
statement?
because.
Right. What was the
grammatical signal used?

Right.

3. Martin feels
discouraged
drawing, for the
reason that no one
supports him. For the reason that for
the reason that no one
What is the cause in the supports him.
statement?
for the reason that

Right. What was the

grammatical signal used?
 Correct.

4. He drank too much

alcohol. As a result, he
vomited. As a result, he vomited.

What is the effect in the

statement? As a result

Right. What was the

grammatical signal used?

Excellent.

5. It was a hot
weather. Therefore,
people went to
beaches and pools.
Therefore, people went to
What is the effect in the beaches and pools.
statement?
Therefore.
Right. What was the
grammatical signal used?

Great job! Let us tally the

scores of every group.
Congrats group __ for
garnering the most
points. For that, here is a
small reward for you. At
this point, it seems that
you are now already able
to identify the cause and
effect in sentences.
D. Finding practical Cause-effect pattern Possible answers:
applications of concepts expresses a reason on  When I face
and skills in daily living why something happened consequences of my
and followed by the effect actions, I make sure
or consequence. In that it should be
reality, we also have a resolved.
saying “every action has
a consequence.” How do  Whenever I
you respond to the experience the
consequence of your aftermath of what I
action especially if it has did, I assessed where
negative impacts in your did I go wrong and
life? where did I go right.

 I ensure that I deserve

the consequence or
result of my past
actions. If not, I will
redo what I did until it
would result to the
rightful outcome.

Excellent. I admire your

insightful answers.
However, just remember
that you are responsible
on what is happening to
your life. With that, we
should be mindful of what
we will do. Also, learn
 from the past actions so
that we won’t repeat the
same consequences.
E. Making generalizations What is a cause-effect Cause-Effect Pattern
and abstractions about pattern?  is the manner of
the lesson explaining done by
stating a cause (an
action or event) and
effect (outcome or
result).

Does cause always come No, sir. the sequencing of

up before effect in a cause-effect relationship
cause-effect pattern? of ideas will depend on
what connectors we used.

Very good.
F. Evaluating learning At this moment, it is time
for you to construct own
cause-effect statements.

I have pictures that show Yes, sir.

cause statements.
Complete them by writing
1 possible effect for each.
Accomplish this in a ½
sheet of paper, crosswise.
You have 5 minutes to
finish the task. You may
now start.

1.

Allan got addicted in

social media.

2.

The girl was bullied by

her classmate.

3.

8- Mendel is always active

in the discussion.

4.
Aldrin had an interaction
with his crush.

5.

Alainah got betrayed by

her best friend.

Time’s up. Exchange Allan got addicted in

papers with your social media. Therefore,
seatmates. Let us check he lacked of sleep.
your answers. For number
1, who wants to
volunteer?
I used “Therefore.”
Alright. What
grammatical signal did
you use? Allan got addicted in
social media, so he didn’t
Very good. Any other do anything else.
answer?
We should use social
media in moderation.
Great. Given the situation
of Allan, what does it tell
us? The girl was bullied by
her classmate, so she told
That’s it. Let us have the it to her teacher.
number 2.
I use “so.”

What grammatical signal

did you use? The girl was bullied by
her classmate, so she is
Correct. One cause could always scared of others.
lead to multiple effects as
well. So, what are other
possible effects?

Indeed. It would affect the

victim negatively, making
him/her live a difficult life. 8-Mendel is always active
in the discussion. As a
Let us move on to result, they learn many
number 3. things.

I used “As a result.”

 What grammatical signal
did you use? It would give us a better
job in the future.
Alright. How about the
effect of studying
seriously in the long run? Aldrin had an interaction
with his crush. Thus, he
Very good. Let’s proceed blushed.
with number 4.
I used “Thus.”

What grammatical signal

did you use? Aldrin had an interaction
with his crush. As a result,
Great. What other he couldn’t think straight.
reactions do you do when
you had an interaction
with the one you like?

Very good. As a result.

What grammatical signal

did you use?

Excellent. Remember that

admiring someone is
okay. However, you
should know your Samantha got betrayed
limitations. by her best friend. As a
consequence, she had a
Let us move on to the last confrontation with her.
number. I used “As a
consequence.”

Samantha got betrayed

by her best friend. In
Great. How about the result, she got hurt.
others?
The pain was unbearable
because she was the
That’s it. have you ever person I have trusted the
experienced the same most.
situation as well? What
did you feel?

I see. The most painful

betrayal comes from the
one you least expect,
indeed. (Students did what they
are told).
Count the number of
correct answers and pass
your paper to the front
quietly.
G. Additional activities for In your notebook, use the
application or following cause-effect
remediation transition words to
complete the sentences
below. Some words may
be used more than once.

Transition words:
Resulted in, so,
consequently, as a result,
then, therefore, lead/led
to, because.
 1. If you are caught
driving too fast, _____
you will get a
speeding ticket.
2. High fuel costs _____
higher food prices and
the loss of many jobs.
3. It was raining and I
missed my bus; _____ I
got wet and missed
my test.
4. A woman’s use of
alcohol during
pregnancy can _____
birth defects in an
unborn child.
5. _____ Larry’s car
stereo was so loud, I
could see his mouth
moving, but I had no
idea what he was
saying.
V. REMARKS 8- Mendel

Prepared by:

JULIUS R. BONAOBRA
Student-Teacher

Noted:

JULIO T. BARBACENA PRECY N. BELCHEZ

Cooperating Teacher MT-I, OIC, English Department